The Perceived Appropriateness of Digital Games From ELL Teachers

2022 ◽  
pp. 1687-1702
Author(s):  
Khalifa Alshaya ◽  
Pamela Beck
Keyword(s):  
United States ◽  
21St Century ◽  
Social Life ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Digital Games ◽  
The United States ◽  
Upper Midwest ◽  
Classroom Activities ◽  
Positive Light

The integration of digital games into learning aligns with society's needs in the 21st century. Although research shows that digital games have numerous benefits for students, such as psychological and language improvements, some teachers are skeptical of using digital games for classroom activities, due to their perceived negative impact. In this study, six ELL teachers in the upper Midwest of the United States were interviewed to examine their perceived appropriateness of digital games in teaching and learning. Findings indicate that the majority of the ELL teachers interviewed perceived serious games in a positive light, while they unanimously agreed that violent digital games could have a negative impact on a child's psychological, emotional, and social life. The teachers highlighted the rate at which children play those games, their violent nature, appropriateness, cyber bulling implication, and the need for an oversight from parents and teachers as reasons why.

The Perceived Appropriateness of Digital Games From ELL Teachers

2021 ◽  
pp. 185-200
Author(s):  
Khalifa Alshaya ◽  
Pamela Beck
Keyword(s):  
United States ◽  
21St Century ◽  
Social Life ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Digital Games ◽  
The United States ◽  
Upper Midwest ◽  
Classroom Activities ◽  
Positive Light

The integration of digital games into learning aligns with society's needs in the 21st century. Although research shows that digital games have numerous benefits for students, such as psychological and language improvements, some teachers are skeptical of using digital games for classroom activities, due to their perceived negative impact. In this study, six ELL teachers in the upper Midwest of the United States were interviewed to examine their perceived appropriateness of digital games in teaching and learning. Findings indicate that the majority of the ELL teachers interviewed perceived serious games in a positive light, while they unanimously agreed that violent digital games could have a negative impact on a child's psychological, emotional, and social life. The teachers highlighted the rate at which children play those games, their violent nature, appropriateness, cyber bulling implication, and the need for an oversight from parents and teachers as reasons why.

The Development of Education in the United States

2021 ◽  
pp. 24-49
Keyword(s):  
United States ◽  
Public Education ◽  
21St Century ◽  
Teaching And Learning ◽  
The United States ◽  
Public Schooling ◽  
History Curriculum ◽  
Religious Dogma ◽  
K 12 ◽  
Curriculum Organization

This chapter is an effort to understand the progression of K-12 public schooling within the United States so that we may then recognize how we will proceed in the digital expansion of this education system going forward into the 21st century. Discourse will address the philosophy, history, curriculum, organization, and responsibility of educators from the late 1700s to the present. Though often rooted in scientific findings or religious dogma, the day-to-day enactment of teaching and learning by educators and students involves continual re-imagining and pragmatic re-configuring to address the challenges of teaching and learning. Understanding the purpose of K-12 public education in the United States within the 21st century model involves the discovery and compilation of several different education interpretations and viewpoints. To understand where the direction of this particular nation's model, it is necessary to understand the direction from where it has come and how past events shaped the present education systems.

Latino Catholicism

2011 ◽  
Author(s):  
Timothy Matovina
Keyword(s):  
United States ◽  
Sixteenth Century ◽  
Catholic Church ◽  
Social Life ◽  
Social Issues ◽  
The United States ◽  
Societal Impact ◽  
Comprehensive Overview ◽  
Public Debates ◽  
The U.S

Most histories of Catholicism in the United States focus on the experience of Euro-American Catholics, whose views on social issues have dominated public debates. This book provides a comprehensive overview of the Latino Catholic experience in America from the sixteenth century to today, and offers the most in-depth examination to date of the important ways the U.S. Catholic Church, its evolving Latino majority, and American culture are mutually transforming one another. This book highlights the vital contributions of Latinos to American religious and social life, demonstrating in particular how their engagement with the U.S. cultural milieu is the most significant factor behind their ecclesial and societal impact.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals Urban specters

2021 ◽  
pp. 026377582110302
Author(s):  
Asha Best ◽  
Margaret M Ramírez
Keyword(s):  
United States ◽  
Black Women ◽  
Urban Space ◽  
Women Artists ◽  
Social Life ◽  
The United States ◽  
Spatial Method ◽  
Urban Futures ◽  
Black Life ◽  
The Relationship

In this piece, we take up haunting as a spatial method to consider what geography can learn from ghosts. Following Avery Gordon’s theorizations of haunting as a sociological method, a consideration of the spectral offers a means of reckoning with the shadows of social life that are not always readily apparent. Drawing upon art installations in Brooklyn, NY, White Shoes (2012–2016), and Oakland, CA, House/Full of BlackWomen (2015–present), we find that in both installations, Black women artists perform hauntings, threading geographies of race, sex, and speculation across past and present. We observe how these installations operate through spectacle, embodiment, and temporal disjuncture, illuminating how Black life and labor have been central to the construction of property and urban space in the United States. In what follows, we explore the following questions: what does haunting reveal about the relationship between property, personhood, and the urban in a time of racial banishment? And the second, how might we think of haunting as a mode of refusing displacement, banishment, and archival erasure as a way of imagining “livable” urban futures in which Black life is neither static nor obsolete?

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